The Ministry of Preschool and School Education (MoPSE) in Uzbekistan has set the goal of transforming the education system and improving English proficiency among secondary school graduates by 2030. To support this initiative, the Uzbekistan Education for Excellence Program, in collaboration with MoPSE, conducted a study in 2023 to assess the adoption and use of new English language teaching and learning materials in public schools during the 2022-2023 academic year. The study aimed to gather data to inform teacher professional development and effective utilization of the new textbooks for English language instruction in grades 1-11. To collect the necessary data, an online survey was administered from April 25 to May 20, 2023, targeting English teachers in grades 1-11 across all regions of Uzbekistan. The survey focused on teaching practices, instructional approaches, and the utilization of new materials and digital resources. The survey responses from 2,363 English teachers in public schools were analyzed using qualitative and quantitative descriptive statistics techniques. However, the survey process faced methodological challenges such as internet and computer access for some participants, varying levels of familiarity with responding to online surveys, and potential language barriers due to respondents' limited English proficiency. Additionally, the self-reported nature of the data introduced potential biases in the responses. The survey results revealed several important findings. Participating teachers expressed satisfaction with the new textbooks and reported positive changes in their teaching practices, as well as perceived improvements in student learning. However, challenges were identified, including limited textbook availability, time constraints in delivering certain activities suggested in the textbooks, technological barriers, and limited access to audio-visual equipment in classrooms. The integration of real-life contexts in the textbooks enhanced the overall learning experience. Based on these findings, recommendations were made to address the identified challenges and improve the adoption process, including providing guidance, addressing textbook availability, offering comprehensive teacher training, and establishing mechanisms for continuous review and student feedback. Implementing these recommendations might support the enhancement of English language instruction in Uzbekistan. In conclusion, the adoption of the Guess What! and Prepare series as new English language instructional materials in Uzbekistan's public schools has yielded positive results, as reported by participating teachers. The integration of these textbooks has brought about changes in teaching practices and perceived achievements of student learning outcomes. The survey results indicated a high level of teacher satisfaction with the Student's Books, Workbooks, and Teacher's Books, with the Workbooks receiving the highest satisfaction level at 83%. Moreover, over 67% of teachers acknowledged that the new textbooks had brought about a change in their approach to teaching English. Overall, the study highlights the positive influence of new instructional materials on English language instruction in the Republic of Uzbekistan. The successful integration of the Guess What! and Prepare series sets the stage for continuous progress in English language learning and teaching. It is crucial to build upon these findings and recommendations to further improve teaching practices, support teacher professional development, and ensure ongoing enhancement of English language instruction throughout the country.